General Information
Name: Gary Southworth
District/School or Organization: Yuma School District #1
Subject Area/Topic: Journalism
Grade Level(s): 6-8
Part 1 – List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one ore more Thinkfinity learning object(s) aligned to the standards.
State or National Standards Name of learning object(s) / URL(s)
Language Arts Standards
Standard 4: Viewing and Presenting
Foundations VP-F1 & 2
Essentials VP-E2 Photojournalism Guide 6-8 (in Thinkfinity) http://www.nationalgeographic.com/pathtoadventure/phototips/
Part 2 – Determine instructional elements - Integration
A. Which type of Thinkfinity learning object is this? B. Where will I use this learning object in the instructional cycle? C. Which instructional strategies will I employ?
Learning Object for Teacher Use
1 Online (requires a computer)
0 Offline (no computer required)
Learning Object for Student Use
1 Online (requires a computer)
0 Offline (no computer required)
1 Opening Motivational Activity
0 Central Focus of Lesson Plan
0 Research Tool for Students
1 Closure Activity
0 Assessment Tool
0 Remediation Tool
1 Enrichment Tool
1 Direct instruction
1 Indirect instruction
1 Experiential learning
1 Independent study
1 Interactive instruction
0 Other
Notes:
The culminating activity/output will become a part of the school’s yearbook.
Part 3 – Plan for student success - Implementation
A. How will I configure my classroom for the learning activity?
Classroom Configuration:
0 Computers not needed - printable resource
1 Whole group instruction, using a projector and / or interactive white board
1 Whole group activity, with small groups using mobile laptops simultaneously
0 Small group, using classroom computers or mobile laptops as rotating stations
0 One to one, using classroom computers or mobile laptops as rotating stations
0 One to one, in a computer lab setting
0 One to one, with individual student laptops
0 Other
Notes:
Computers will need to have some sort of photo work tools, such as: Adobe photoshop
B. How will I manage implementation?
Classroom Management:
1 General computer rules / procedures
1 Specific directions for activity
1 Helping Hands
0 Other
Notes:
Students that demonstrate a superior knowledge can assist others.
C. What additional considerations will support successful implementation?
1 Software
1 Hardware
0 Supplemental Materials
0 Other
Notes:
Cameras & photoshop programs
Part 4 – Develop the student learning activity
A. Describe the learning activity. What will students be asked to do with the Thinkfinity learning object(s)?
Taking a photograph is one way to tell a story. Some photographs tell stories about specific moments in time, places, or events. Other photographs tell stories of a sequence of events. To create a good photo, a photographer must decide what to photograph (the subject) and how to frame the subject(s) (composition). To give a broader view of a topic, a photographer might take a series of photographs (the story).
The students will learn more about the elements of a good photo as they follow the guide and learn how to plan and take great pictures. The steps were adapted from the Geography Action! Project Guide
article “The Art of the Interview” written by Kirsten Elstner, Director of National Geographic
Photocamp.
B. Describe how the learning activity will address students’ individual needs – Differentiation
Students will be partnered or grouped to support diversified learning. The learning will begin as small group, then progress to individual production.
C. Effectiveness – What indicators can you expect to see / hear from students, which will inform you about the effectiveness of the learning activity?
Their enthusiasm, a constant progression towards the goal, a final product and presentation.
Part 5 – Do a complete trial run of the learning activity you described in step 3D.
Reflect on the learning activity.
Considerations:
Determining technology competency of the students (levels)
Part 6 – Consider the bigger picture
Describe how this learning activity fits within a lesson or unit plan, to meet objectives that will be assessed.
NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included.
The students are responsible for production of a school newspaper stories and the accompanying photos. In addition, these photos, plus others will be the basis for various pages within the school annual.
General Information
Name: Gary Southworth
District/School or Organization: Yuma School District #1
Subject Area/Topic: Journalism
Grade Level(s): 6-8
Part 1 – List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one ore more Thinkfinity learning object(s) aligned to the standards.
State or National Standards Name of learning object(s) / URL(s)
Language Arts Standards
Standard 4: Viewing and Presenting
Foundations VP-F1 & 2
Essentials VP-E2 Photojournalism Guide 6-8 (in Thinkfinity)
http://www.nationalgeographic.com/pathtoadventure/phototips/
Part 2 – Determine instructional elements - Integration
A. Which type of Thinkfinity learning object is this? B. Where will I use this learning object in the instructional cycle? C. Which instructional strategies will I employ?
Learning Object for Teacher Use
1 Online (requires a computer)
0 Offline (no computer required)
Learning Object for Student Use
1 Online (requires a computer)
0 Offline (no computer required)
1 Opening Motivational Activity
0 Central Focus of Lesson Plan
0 Research Tool for Students
1 Closure Activity
0 Assessment Tool
0 Remediation Tool
1 Enrichment Tool
1 Direct instruction
1 Indirect instruction
1 Experiential learning
1 Independent study
1 Interactive instruction
0 Other
Notes: Visit http://olc.spsd.sk.ca/DE/PD/instr/index.html for more information on the instructional strategies listed.
Notes:
The culminating activity/output will become a part of the school’s yearbook.
Part 3 – Plan for student success - Implementation
A. How will I configure my classroom for the learning activity?
Classroom Configuration:
0 Computers not needed - printable resource
1 Whole group instruction, using a projector and / or interactive white board
1 Whole group activity, with small groups using mobile laptops simultaneously
0 Small group, using classroom computers or mobile laptops as rotating stations
0 One to one, using classroom computers or mobile laptops as rotating stations
0 One to one, in a computer lab setting
0 One to one, with individual student laptops
0 Other
Notes:
Computers will need to have some sort of photo work tools, such as: Adobe photoshop
B. How will I manage implementation?
Classroom Management:
1 General computer rules / procedures
1 Specific directions for activity
1 Helping Hands
0 Other
Notes:
Students that demonstrate a superior knowledge can assist others.
C. What additional considerations will support successful implementation?
1 Software
1 Hardware
0 Supplemental Materials
0 Other
Notes:
Cameras & photoshop programs
Part 4 – Develop the student learning activity
A. Describe the learning activity. What will students be asked to do with the Thinkfinity learning object(s)?
Taking a photograph is one way to tell a story. Some photographs tell stories about specific moments in time, places, or events. Other photographs tell stories of a sequence of events. To create a good photo, a photographer must decide what to photograph (the subject) and how to frame the subject(s) (composition). To give a broader view of a topic, a photographer might take a series of photographs (the story).
The students will learn more about the elements of a good photo as they follow the guide and learn how to plan and take great pictures. The steps were adapted from the Geography Action! Project Guide
article “The Art of the Interview” written by Kirsten Elstner, Director of National Geographic
Photocamp.
B. Describe how the learning activity will address students’ individual needs – Differentiation
Students will be partnered or grouped to support diversified learning. The learning will begin as small group, then progress to individual production.
C. Effectiveness – What indicators can you expect to see / hear from students, which will inform you about the effectiveness of the learning activity?
Their enthusiasm, a constant progression towards the goal, a final product and presentation.
Part 5 – Do a complete trial run of the learning activity you described in step 3D.
Reflect on the learning activity.
Considerations:
Determining technology competency of the students (levels)
Part 6 – Consider the bigger picture
Describe how this learning activity fits within a lesson or unit plan, to meet objectives that will be assessed.
NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included.
The students are responsible for production of a school newspaper stories and the accompanying photos. In addition, these photos, plus others will be the basis for various pages within the school annual.